Title:Two Sides to the Truth: Organic vs. Processed Foods
Authors: Deb Dalton and Eileen Robbins of Oneonta High School Subject and Grade Level: Science 9-12 Time Needed: 7 class periods
For additional free online lessons integrating media literacy and critical thinking into the curriculum, go to www.projectlooksharp.org
Summary: How do we know what is a healthy choice when we hit the food stores? Everywhere you look, you see choices– “organic”, “natural” – “no preservatives” “Pesticide free” “free range” Just how much truth is represented in these choices, how healthy are these foods, and how about the high price tags? In this lesson, students will examine and evaluate web sites which focus on 5 different food groups – poultry – eggs – milk – beef – pork - with guiding questions to determine the veracity of claims made on the sites.
Objectives: Students will critically evaluate selected websites Students will recognize the importance of science literacy in everyday life Students will create an effective PowerPoint to support oral presentation.
Vocabulary: (optional)
Materials:- Laminated pictures of grocery store and Web images depicting a variety of signs touting organic, natural, free range etc. List of guiding questions from Look Sharp - Answer Chart Individual computers SmartBoard or projected web pagefor group analysis PowerPoint tutorial or handout if needed
Lesson Steps: Procedure: Teacher shows photos of local food ads/signs – either projected with document camera or handed out. Analyze message together – who made this message (sign) - Why - Who is target audience - children, adults, upscale consumers etc - Who produced, paid for sign - What does the message mean to me? - Techniques used – font, picture, glossy photos, wording - Fact or opinion or something else? Then as group – analyze 2 web sites from list – using questions above 2 class periods
Then in pairs or individually, students will analyze 2 web sites from one of the food groups. 1 class period
Students create powerpoints to demonstrate what they had learned. (Prezi?) Create a powerpoint that shows what each site states and includes your analysis. Consider these questions when producing the powerpoint: – Authorship: Who am I representing in making this message? – Purpose: Why am I making this? – Who is my target audience and what do I need to do to reach them? – Credibility: What sources am I using for information, ideas, and assertions? – Is the information in this message accurate and how will the audience be able to know that? – Is my presentation of information and ideas fair? – As you watch each group’s presentation, consider this question: which view is more convincing? – Write your response and share. – Consider the responses of your audience: Was the message you presented received the way you intended 2 class periods
Report back to group – 1 class period – use rubric Students reflect about truth in advertising. – 1 class period
Additional Resources/Background Information:Addition of "Key Questions to Ask when analyzing Media Messages" Look Sharp Document Understanding of the words/terms : organic,natural, processed, nu-val, etc. Understanding of high costs of non-processed foods - why do they cost more?
This lesson was produced during 2011- 2011 as part of a collaboration between Project Look Sharp (PLS) at Ithaca College and four NY State BOCES School Library Systems. The initiative brought together pairs of secondary science teachers and school librarians to develop models for integrating critical thinking and media literacy into secondary science content. The project was supported by federal LSTA funds awarded to the NY State Library by the Federal Institute of Museum and Library Services. To view additional lessons from this series go to: www.projectloksharp.org.
Authors: Deb Dalton and Eileen Robbins of Oneonta High School
Subject and Grade Level: Science 9-12
Time Needed: 7 class periods
For additional free online lessons integrating media literacy and critical thinking into the curriculum, go to www.projectlooksharp.org
Summary:
How do we know what is a healthy choice when we hit the food stores? Everywhere you look, you see choices– “organic”, “natural” – “no preservatives” “Pesticide free” “free range” Just how much truth is represented in these choices, how healthy are these foods, and how about the high price tags?
In this lesson, students will examine and evaluate web sites which focus on 5 different food groups – poultry – eggs – milk – beef – pork - with guiding questions to determine the veracity of claims made on the sites.
Objectives: Students will critically evaluate selected websites
Students will recognize the importance of science literacy in everyday life
Students will create an effective PowerPoint to support oral presentation.
Vocabulary: (optional)
Materials:- Laminated pictures of grocery store and Web images depicting a variety of signs touting organic, natural, free range etc.
List of guiding questions from Look Sharp -
Answer Chart
Individual computers
SmartBoard or projected web pagefor group analysis
PowerPoint tutorial or handout if needed
see files:
Lesson Steps:
Procedure:
Teacher shows photos of local food ads/signs – either projected with document camera or handed out.
Analyze message together
– who made this message (sign)
- Why
- Who is target audience - children, adults, upscale consumers etc
- Who produced, paid for sign
- What does the message mean to me?
- Techniques used – font, picture, glossy photos, wording
- Fact or opinion or something else?
Then as group – analyze 2 web sites from list – using questions above
2 class periods
Then in pairs or individually, students will analyze 2 web sites from one of the food groups. 1 class period
Students create powerpoints to demonstrate what they had learned. (Prezi?)
Create a powerpoint that shows what each site states and includes your analysis.
Consider these questions when producing the powerpoint:
– Authorship: Who am I representing in making this message?
– Purpose: Why am I making this?
– Who is my target audience and what do I need to do to reach
them?
– Credibility: What sources am I using for information, ideas, and assertions?
– Is the information in this message accurate and how will the
audience be able to know that?
– Is my presentation of information and ideas fair?
– As you watch each group’s presentation, consider this question: which view is more convincing?
– Write your response and share.
– Consider the responses of your audience: Was the message you presented received the way you intended
2 class periods
Report back to group – 1 class period – use rubric
Students reflect about truth in advertising. – 1 class period
Additional Resources/Background Information: Addition of "Key Questions to Ask when analyzing Media Messages" Look Sharp Document
Understanding of the words/terms : organic,natural, processed, nu-val, etc.
Understanding of high costs of non-processed foods - why do they cost more?
Email contact:** ddalton@oneontacsd.org
This lesson was produced during 2011- 2011 as part of a collaboration between Project Look Sharp (PLS) at Ithaca College and four NY State BOCES School Library Systems. The initiative brought together pairs of secondary science teachers and school librarians to develop models for integrating critical thinking and media literacy into secondary science content. The project was supported by federal LSTA funds awarded to the NY State Library by the Federal Institute of Museum and Library Services. To view additional lessons from this series go to: www.projectloksharp.org.